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Experiences and perceived roles of occupational therapists working with children with special learning needs during transition to school: A pilot study
Author(s) -
Prigg Alison
Publication year - 2002
Publication title -
australian occupational therapy journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.595
H-Index - 44
eISSN - 1440-1630
pISSN - 0045-0766
DOI - 10.1046/j.1440-1630.2002.00286.x
Subject(s) - feeling , occupational therapy , mainstream , psychology , special needs , context (archaeology) , transition (genetics) , service (business) , medical education , nursing , medicine , developmental psychology , clinical psychology , psychiatry , social psychology , paleontology , philosophy , biochemistry , chemistry , gene , theology , economy , economics , biology
Occupational therapists provide support to children with special learning needs and their families during the child’s transition from early childhood to mainstream school. Little has been documented regarding the role and experiences of occupational therapists working with children, families and teachers during transition in an Australian context. Six paediatric occupational therapists from one geographical area in New South Wales were interviewed and asked to relay their role and experiences when providing a service to children with special learning needs during their transition to school. Participants described their role to include: preparing the child for school; working with school personnel; and providing parental support. Although participants described both positive and negative experiences, among the negative experiences were: limited time to provide a service; recommendations to school personnel not being followed; school personnel not being supportive; feeling uncomfortable in the classroom; and limited involvement in planning. Participants described a role which is consistent with current school‐based occupational therapy practice; however, in the participants’ experience, there was a gap between the ideal service and what participants were able to provide. This included limited collaboration with teachers.